To provide review and practice of the verb 'to do' in lexical and auxiliary forms in the context of travel.
To provide fluency speaking practice in a conversation using everyday phrases and topics.
Procedure (45-61 minutes)
I will project a picture on the WB and ask Ss "What did Tom do today?". I will elicit questions from Ss. They can get ideas from the photos on the projector that use vocabulary that Ss have seen the previous day and Laurence's lesson. Then I will dissect the sentence 'What did Tom do today' for the Ss. I will show them that there are two forms of the verb 'do' and try and elicit from them which is the main verb (carries meaning) and which is the secondary. I will then introduce that the topic we will be covering is the verb 'do'.
I will hand out the first worksheet and ask Ss to complete the two exercises in pairs. I will monitor and aid where needed and take note of common mistakes. Feedback: I will put the worksheet on the projector and get Ss to fill the answers on the board. There will be a quick class discussion to see whether everyone agrees and why they don't if they disagree
I will try and elicit the rules of when to use do and does from the students. If they don't understand, I will use the WB to explain to them that DO is used when the subject is I, You, We and They, and DOES is used for He or She. Then I will show that for the past tense it is the same for all subjects. I will give some examples of sentences on the board. Here I will also introduce Do as auxiliary verbs. I will project some sentences with Do used as an auxiliary and a lexical and ask them to discuss very briefly (optional if there is time) in pairs what they notice the difference to be. Then I will confirm or show them that in these sentence the Do verb plays more of a helping role than a main role.
I will ask Ss to turn their worksheet over. I will ask them in pairs to pick which sentences DO is used as the main verb and which one as the secondary verb (lexical or auxiliary). Feedback: Will be given orally in order for them to have more time for the speaking activity at the end of the class. If there is a difficulty differentiating between the two, I will project the questions onto the board and ask Ss to circle the verbs of each sentence. Then together with the class I will clarify which one verb carries the meaning, and therefore if the DO is a main or secondary verb.
I will elicit answers from the Ss as to how to formulate answers to the questions, and write them on the WB where the questions will still be projected from the last stage. Then I will give Ss a few minutes to write answers on their piece of paper for each question. Then I will ask Ss to stand up and move around the room asking each other questions and giving answers. I will monitor closely and take note of any mistakes being made that then in feedback correct these mistakes with the class on the board. If I notice I am short on time, I will ask Ss to write some answers on the paper during the activity, and do an oral feedback asking Ss to share with the class what they found out. (Optional) Then I will use the remainder of the class to ask Ss to sit back down and formulate questions with root of the questions that were part of the exercise (I will write them on the board).